Because translational research is not clearly defined, developers of translational research programs are struggling to articulate specific program objectives, delineate the knowledge and skills (competencies) that trainees are expected to develop, create an appropriate curriculum, and track outcomes to assess whether program objectives and competency requirements are being met. Members of the Evaluation Committee of the Association for Clinical Research Training (ACRT) reviewed current definitions of translational research and proposed an operational definition to use in the educational framework. In this article, the authors posit that translational research fosters the multidirectional and multidisciplinary integration of basic research, patient-oriented research, and population-based research, with the long-term aim of improving the health of the public. The authors argue that the approach to designing and evaluating the success of translational training programs must therefore be flexible enough to accommodate the needs of individual institutions and individual trainees within the institutions but that it must also be rigorous enough to document that the program is meeting its short-, intermediate-, and long-term objectives and that its trainees are meeting preestablished competency requirements. A logic model is proposed for the evaluation of translational research programs.
There is no uniformly accepted clinical definition for congestive heart failure (CHF), although criteria have been published by various groups. There is also no Circulation 77, No. 3, 607-612, 1988. CONGESTIVE HEART FAILURE is among the most frequently encountered cardiac diagnoses. Prevalence of congestive heart failure is estimated to be 1% in the United States,1 and Framingham data gives an incidence rate of about 2 per 1000 persons per year.2 Only 50% of patients diagnosed as having congestive heart failure survive for 5 years.' It also has major impact in terms of morbidity and hospitalization; among elderly patients, it is the most common medical indication for hospitalization.3Epidemiologic studies in congestive heart failure have been hampered by the lack of uniform diagnostic criteria, relying instead on physician diagnosis of the disease. The Framingham Study2 created clinical criteria for diagnosing congestive heart failure (
The recognition of bias cannot be taught in a single session. Our experience supports the value of teaching medical students to recognize their own implicit biases and develop skills to overcome them in each patient encounter, and in making this instruction part of the compulsory, longitudinal undergraduate medical curriculum.
Effective communication of results is the most important factor related to follow-up after abnormal Papanicolaou smear in this setting. In other settings, other factors may be of greater importance.
Providers might benefit from skill development in the recognition and acknowledgement of perceived bias in order to restore patient-provider relationships.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.